1.2 Reading and thinking【教案】高一英语(人教版2019必修第一册)

Unit 1 Science and ScientistsReading and Thinking教材分析本文是一篇按照时间顺序记述事件发展过程的叙事性文本，时间线索是明线，而科学研究的步骤是文章叙述的暗线。

教材通过引导学生分析约翰·斯诺探究霍乱病源、切断感染源，并最终阻止霍乱流行的过程与方法，促使他们思考和梳理科学研究的基本步骤和常见方法，理解质疑精神在科学研究中的重要作用。

教学目标在本课学习结束时，学生能够：1. 了解利用地图和数据分析研究结果的方法；2. 依据时间明线和科学研究步骤暗线梳理语篇结构，找准主题词汇；3.运用发问的阅读策略积极主动探究答案，深化对文章主题和内涵的理解；4. 理解质疑精神在科学探究中的重要作用，谈论斯诺身上体现的科学精神。

教学重难点【教学重点】1. 正确理解主题图，理解创新与想象对于科学的意义；2. 引导学生读懂课文插图和霍乱病例地图；3. 结合活动主题梳理斯诺研究霍乱的流程；4. 理解质疑精神和科学素养，思考科学研究对人类的影响。

【教学难点】梳理科学研究步骤和方法，在阅读中通过自主发问来深度挖掘文本内涵。

教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.1) How would you describe the photo?2) What scientific equipment can you see in a science laboratory?3) Would you like to work in such a field in the future? Why or why not?4) What qualities do you need to be a scientist?2. Learn about the scientific equipment in a science laboratory.3. How do you understand the quote on the opening page?4. Appreciate other quotes.设计意图：通过讨论主题图和名人名言，引出话题，同时铺垫并呈现话题词汇。

新人教必修1 Unit 1Reading and Thinking: The Freshman Challenge文本简析本单元阅读文本的话题是美国学生亚当刚入高中所面临的挑战，旨在让同龄读者了解国外学生的校园生活和学习状况，探究和比较中外学生的校园生活，以积极乐观、阳光豁达的心态去迎接新生活的挑战。

文本采用了叙事性文体，主人公亚当以第一人称口吻描述了自己刚进入高中所面临的挑战，内容贴近学生生活，很能产生共鸣。

标题“The Freshman Challenge”是整个文本的浓缩提炼。

正文内容按“总—分”建构，第一段为总起段，说明亚当进入高中第一周时所产生的困惑，其余三段分别描述了亚当在选课、课外活动和学习三方面碰到的挑战以及应对挑战的心态和策略。

在进行文本教学设计时，要帮助学生梳理关于高中生活的话题类语言，其中包括有关选课以及与课外活动相关的表达。

此外，功能类语言，如：obviously, instead, still, but等，也是值得梳理的。

本文的主题段、主题句与支撑性内容的关联，是很好的逻辑思维训练载体。

此外，本课需首要关注的文化要素是中外高中新生校园生活的对比。

学生可将亚当面临的挑战与自己可能遇到的挑战作对比，在比较中感受文化异同。

第1课时教学设计一、教学内容理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。

二、课时目标1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，激活背景知识和相关话题语言。

2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，梳理文本的段落关系，理清语篇opinion-fact的宏观总分结构，发展逻辑思维能力。

3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“solution”的outline内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。

Unit3阅读课教案I. Teaching Objectives:1. Students will be able to understand and appreciate the achievements of Langping and Michael Jordan in their respective sports fields.2. Students will be able to analyze the factors that contribute to their success.3. Students will be able to express their opinions about these legends in English.II. Key and Difficult Points:1. Key Point: Students will be able to understand the significance of Langping and Michael Jordan's achievements in basketball and track and field respectively.2. Difficult Point: Students might find it challenging to express their opinions in English about these legends due to the complexity of their achievements and personalities.III. Student Analysis:The students are generally interested in sports and have a basic understanding of Langping's achievements in table tennis and Michael Jordan's success in basketball and track and field. However, they might not be familiar with the specific details of these legends' lives and careers.IV. Teaching Process:1.Introduction (10 minutes)Briefly introduce Langping and Michael Jordan to the students, highlighting their achievements in their respective sports fields. Use pictures and videos to make the presentation more engaging.2.Reading (30 minutes)Divide the class into groups and assign each group one chapter from a biography of Langping or a profile of Michael Jordan. Have them read the chapter carefully and take notes on important events and personal traits of the legends.3.Group Discussion (30 minutes)After reading, have each group present their findings to the class. Encourage them to ask questions and share their opinions about the legends. As a class, discuss the similarities and differences between Langping and Michael Jordan's career paths.4.Writing (20 minutes)Ask each student to write an essay about one of the legends, focusing on what theyadmire most about their achievements. Encourage them to use descriptive language and provide examples from their reading or group discussion.5.Presentation (15 minutes)Each student presents their essay in front of the class. Afterwards, lead a class discussion on what they learned from these living legends and how their achievements can inspire us in our own lives.6.HomeworkAsk each student to find another sport legend they admire and write a short essay about them, focusing on what makes them a living legend in their field.V. Assessment:Assessment will be based on individual essays, group presentations, and class participation during the discussions. The teacher will also provide feedback on the students' writing skills and comprehension of the material.。

2019新人教高中英语选择性必修二Unit 1 Science and ScientistsReading and Thinking公开课教案Teaching aims:1.Enable students to figure out the structure of the passage by analyzing the main idea of each paragraph.2.Identify the process of scientific research and learn about the characteristics of great scientists.3.Express students’ opinions on how to defeat cholera and improve their ability of asking questions.Teaching key points:1.Lead students to learn about the process of doing scientific research.2.Help students analyse the discourse structure and language features.3.Inspire students to form the ability of questioning.Teaching difficult points:1.Instruct students to figure out the discourse structure and language features.2.Lead students to express their opinions on the characteristics of great scientists.Teaching procedures:StepⅠLead-inWatch and think.1.What is the video mainly about?2.Do you know who is the first man to defeat cholera? And how?Suggested answers:1.The video is about cholera including its spread,harm and how to defeat cholera.2.By reading the passage I know it’s John Snow who is the first man to defeat cholera.StepⅠ Pre-readingDiscuss the following stages of scientific research in groups.What order would you put them in?·analyse the results·ask a question·draw a conclusion·collect data·find a problem·find supporting evidence·think of a methodSuggested answers:find a problem→ask a question→think of a method→collect data→analyse the results→find supporting evidence→draw a conclusionStepⅢ While-reading1.Scan the passage and write down the key words of each paragraph.Paragraph 1:Paragraphs 2 & 3:Paragraph 4:Paragraph 5:2.Read Paragraph 1 and answer the questions.Cholera(1)What?____________________(2)When? Where?__________________________(3)What consequence?_________________________John Snow(1)Who?He never lost his desire to ____________once and for all.(2)What?A __________doctor who even attended to __________.Suggested answers:While-reading1.Paragraph 1:What?Who?Paragraphs 2 & 3:How?Paragraph 4:TruthParagraph 5:Results and significance2.Cholera(1)A disease which causes diarrhoea,dehydration,and even death.(2)In the early 19th century;In Europe.(3)Millions of people died.John Snow(1)destroy cholera(2)famous;Queen Victoria3.Paragraphs 2 & 3Activity 1Read Paragraph 2 and answer the questions.(1)How many theories were there about cholera’s spread?And what were they?(2)Which one did John Snow agree with?(3)How severe was the cholera outbreak in that two particular streets? Activity 2Finish the following chart.Stages Key words or sentences(1)Marking on a map(2)House numbers 16,37,38,and 40;20 and 21 Broad Street;8 and 9 Cambridge StreetAnalyse the results(3) Find supporting evidence(4)(5)As a result of this evidence,John Snow was able to announce that the pump water carried cholera germs.Suggested answers:3.Activity 1(1)There were two theories.One theory was that bad air caused the disease.The other was that cholera was caused by an infection from germs in food or water.(2)He agreed that cholera was caused by an infection from germs in food or water.(3)More than 500 people died in 10 days.Activity 2(1)Find a problem(2)Collect data(3)There were multiple deaths near the water pump and some households had had no deaths.(4)A woman and her daughter had died and the woman liked the water from the pump so much that she had it delivered to her house every day.(5)Draw a conclusion4.Paragraph 4(1)What’s the main idea of Paragraph 4?(2)How can we prevent cholera?Suggested answers:(1)The truth was that the water from the Broad Street pump had been infected by waste.(2)We should drink pure or boiled water.5.Paragraph 5What’s the influence of Snow’s study on science?Suggested answers:He helped people know how to prevent cholera.He transformed the way scientists study diseases by using maps and statistics.Step ⅠPost-readingPragmatic analysis1.What’s the writer’s purpose for writing the passage?2.To whom does the author write this passage?Suggested answers:1.To tell readers how John Snow defeated cholera and his influence on scientific research.2.To those who are interested in science and scientists.Critical thinking1.What kind of spirits and qualities are necessary to be a scientist?2.Discuss in groups.According to John Snow’s scientific research,please share your opinions on how to defeat cholera.Suggested answers:1.To be a scientist,one should have the following spirits and qualities:patience,intelligence,diligence,strong wills,ambition and so on.The greatness of scientists lies not only in their lasting efforts,but also their selflesscontribution to a better satisfying world.2.The answers may vary.StepⅠSummaryWhen 1.outbreak of cholera hit Europe,millions of people died from the disease.A famous doctor 2.(name) John Snow never lost his desire 3.(destroy) cholera once and for all.Snow believed that cholera 4.(cause) by an infection from germs in food or water,but he needed proof.Snow began by 5.(mark) on a map the exact places 6. all those who died had lived.Snow suspected that the water pump was 7. (blame).Accordingly,he had the handle of the pump 8.(remove) so that it could not be used.Snow is considered9.father of modern epidemiology.Suggested answers:1.and3.to destroy4.was caused5.marking6.where7.to blame8.removed9.the。

新人教版（2019）英语必修一Unit 1 Period 2 Reading and Thinking教学设计3.Adam will have to study harder in thefuture and get used to beingresponsible for a lot more.Read the text again and answer the questions.What courses did Adam choose? Which one do you think would be his favorite? Why?What does "make the team" in Paragraph 3 mean?What is Adam worried about?Is Adam confident that he will get used to senior high school life? How do you know?1.Adam chose math, English, chemistry,world history, and Chinese. Advancedliterature would be his favoritesubject because he likes English andhe is good at it.2.“Make the team” means to try outand then be allowed to join a sportsteam.3.He is worried about keeping up withthe other students in his advancedcourse and getting used to all thehomework.Complete the outline.DiscussionIn pairs, discuss the following questions.make a good decision.We can try a course for two weeks after we___________ up for it. After that, we cannot change it.The main purpose of the course is to help __________ each student's reading ability. Some of the students want to become writers or editors after they __________, so the teacher advised them to start a writing club.The school is __________ for the safety of all the students.Whenever I'm facing a difficulty, I always tell myself, "Don't let anything stop you. Don't ever __________.”keys:1.recommended2.challenge3.confusing4.sign5.improve6.graduate7.responsible8.quitStep 8 SkimYou can find main ideas by first taking aquick Look at the title, picture(s), key wordsand phrases, and topic sentences.Which paragraph is the main part?Which paragraphs are the supportingparts?SkimmingSkimming is the process of quickly viewinga section of text to get a general impression Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.。

共案个案Unit 5 SCIENCE AND SCIENTISTSReading and Thinking一、教学目标1. Enable the Ss to get to know some knowledge about Cholera.2. Enable the Ss to understand the passage well.3. Let the Ss learn some reading skills by scanning and skimming.4.To learn from the great scientists and develop thenoble spirits.二、教学重难点1.To figure out the structure of the text.2.To identify the purpose and the intended readers.3.Enable the students to practice some reading skills.三、教学过程Step 1 Warming-upName some famous scientists you know and tell something about them.Step 2 Reading1.Do you know how these scientists prove a new idea inscientific research? Discuss in small groups the stages insetting out a new scientific idea. What order would youput them in?2.Circle the key words to put the stages in order.3.What will be talked about from the title?1.Who was John Snow?2.How did John Snow defeat King Cholera?3.What is King Cholera?4.The structure of this passageStep 4 Exercisesplete the chart2.Write A-E in the blanks.3.Write out the questions according to the answers.教后反思（不少于100字）。

新人教版必修一Unit 2 Reading and Thinking教案课题UNIT 2 TRA VELLING AROUNDPeriod 2 Reading and Thinking学科英语班级授课教师教学目标1. Students can learn about the famous scenic spots and cultural features of Peru.2. Read an encyclopedia entry and travel brochure about Peru for more details.3. Practise the skill of identifying the types of the two texts about Peru.4. Students can learn some new words and expressions and use them in the context.教学主题该板块的教学主题是“探索秘鲁”（Explore Peru）。

学生通过观看视频、阅读有关南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后要完成根据游客的兴趣爱好推荐合适的旅行路线的任务。

该板块的活动模拟现实生活中人们通过阅读旅游宣传册或者其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制订旅行计划做好准备。

教科书选择具有南美风情和特色的国家——秘鲁为目的地，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。

该部分除了文字以外，还提供了图片、地图、视频等多模态形式的语篇，培养其看的能力。

教学重点引导学生掌握介绍性文本和旅游宣传册的结构特征、文体特征及语言特点，了解秘鲁旅游资源及文化特色，形成个人见解。

教学难点1. 让学生快速阅读语篇以获取文章关键信息，预测文本内容，概括段落大意。

必修一Unit 2 Travelling AroundReading and Thinking----Explore Peru 教学设计I. Learning objectives:1.To read and tell the differences between an encyclopedia and a travel brochure;2.To know the travel resources and cultural features of a country;3.To recommend different tours to this country for different tourists.II. Teaching key and difficult points:1.Key point: let students know the travel resources and cultural features of Peru and thedifference between encyclopedia and travel brochure.2.Difficult point: In the end, students are able to compare the four different places and givespecific suggestions to different people with different interests.III. Teaching aids: PowerPoint, blackboard, chalk, handoutsIV. Teaching methods: students-centred teaching method, task-based teaching methodV. Teaching proceduresProcedure Activities PurposesStep 1: Lead-in (5min)1.The teacher shows two pictures: one is Francis Bacon and hisfamous saying “Travel, in the younger sort, is a part of education;in the elder, a part of experience.”, the other is Dong Qichang andhis famous saying “读万卷书，行万里路”2.Seeing and experiencing are more important, today we willvisit a country. This country has great ancient Inca culture,centuries-old Spanish villages, deep rainforest, high mountainsand a beautiful coastline. Do you know which country it is?Arouse students’interest in the topicand lead to today’sreading ----TravelPeru.Step 2: Self-study (10min)Students should finish the following 3 tasks (different studentsfinish different tasks).Task 1: Look through the texts quickly. What types of text are they:encyclopedia or brochure? (Students A, B & C)Task 2: Read Text 1 quickly and finish Chart 1----BasicInformation of Peru. (Students C)Task 3: Read Text 2 carefully and finish Chart 2----Four Tours inPeru. (Students A & B)Let Ss learn about the typesof text, practice the abilityof scanning, getting thebasic information ofPeru, careful reading andgetting some detailedinformation from thepassage.1Accommodation Local homeActivities Boating, hiking, exploring nature➢In this part, 2 groups are required to show their answers on the screen, each group leader explaining his / her answers.Other groups watch carefully and have the chance to supplement and correct.➢The answers are:Amazon Rainforest ---- 4 days, flight and boat, in the middle of the forest;Machu Picchu ----walking, walking in the mountains and exploring the ancient city;Cusco ---- 4 days, local hotel, visiting the museums, admiring the architecture, enjoying the excellent local food, shopping at the local markets;Lake Titicaca ----4 days, car and boat, enjoying the beautiful countryside, staying with local familyStep 5: Examination & ExerciseSuppose you are a travel agent, and the following peoplewant a package trip to Peru and ask for your advice. Pleaserecommend them the destination according to their interest.1.Mike, a well-paid photographer, who hasgreat interest in adventuring and exploration.He hopes to have an active holiday and takesome pictures of different kinds of animals. Hedoesn’t need first class accommodation.Review the knolearnt and practicability of analyzingas speaking.2.Mary, a designer, is planning to make a tripto a place, where she can enjoy the differentarchitecture of this country and some excellentfood. She also likes going shopping.The answers are:1. Amazon Rainforest, because he can enjoy animals unique tothe rainforest.2. Cusco, because she can admire the architecture, enjoy theexcellent food and go shopping at the local markets.。

【2019统编版】人教版高中英语必修第二册Unit 1《Cultural Heritage》全单元备课教案教学设计Unit 1 Cultural HeritagePeriod 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researcher’s opinion in the last paragraph?(I agree with the researcher’s opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.B. Direct quote“Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.B. peopleAs one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.Step 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li HuaPlace: Xi’anProfession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public ▪ writes about the buildings …Section ⅤWriting关于文化遗产保护的新闻报道文体感知1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。